Home Geography for Primary Grades Part 1

Home Geography For Primary Grades.

by C. C. Long.

TO THE TEACHER.

Geography may be divided into the geography of the home and the geography of the world at large. A knowledge of the home must be obtained by direct observation; of the rest of the world, through the imagination a.s.sisted by information. Ideas acquired by direct observation form a basis for imagining those things which are distant and unknown.

The first work, then, in geographical instruction, is to study that small part of the earth's surface lying just at our doors. All around are ill.u.s.trations of lake and river, upland and lowland, slope and valley. These forms must be actually observed by the pupil, mental pictures obtained, in order that he may be enabled to build up in his mind other mental pictures of similar unseen forms. The hill that he climbs each day may, by an appeal to his imagination, represent to him the lofty Andes or the Alps. From the meadow, or the bit of level land near the door, may be developed a notion of plain and prairie. The little stream that flows past the schoolhouse door, or even one formed by the sudden shower, may speak to him of the Mississippi, the Amazon, or the Rhine. Similarly, the idea of sea or ocean may be deduced from that of pond or lake. Thus, after the pupil has acquired elementary ideas by actual perception, the imagination can use them in constructing, on a larger scale, mental pictures of similar objects outside the bounds of his own experience and observation.

To effect this, the teacher should visit with her cla.s.s places where the simpler geographical features in miniature may be observed. If the school is in the city, pupils may be taken to the parks for this purpose. If out-of-door study be impossible, they may be induced to recall objects which they have seen on their way to school or on short excursions in the neighborhood. In the case of children who have little opportunity for observing nature, a drawing, a photograph, or a model will be helpful in giving them a proper idea of the matter. It must not be forgotten, however, that actual observation by the pupil is necessary to seeing clearly and intelligently.

Vegetable and animal life are essential features of the geography of the world, and considerable time should be given to the study of those within the observation of the pupils. Information concerning plants may be gained by outdoor study; also by planting seeds in boxes and having pupils carefully watch their germination and growth.

Pupils should be encouraged to make collections of the minerals and rocks of their region. These should be cla.s.sified and arranged for use, not for show.

The lessons about rain, snow, dew, etc., should be given at appropriate times. A wet day will suggest a lesson on rain, a snowy day a lesson about snow. No attempt should be made at "science" teaching, so-called.

All that should be sought is to get the pupil thoughtfully to observe, and thus to awaken his interest in the world about him.

Lessons should be conversational in form, which is always a most pleasing style for children, as it is the most natural. The work of the teacher is to awaken and stimulate interest, not to impart information.

The attention of the child should be directed to what lies around him.

He must observe, and think, and express his thoughts. Nor should his observations be confined to the school and school hours. He should be encouraged to obtain his information by his own searching, without guidance, and report the results.

The development of clear mental pictures is stimulated by expression.

"Expression is the test of the pupil's knowledge." Hence, the child should be required to reproduce what he has learned. He may do this by modeling, drawing, and oral and written description. These are placed in the order which should be followed in the training of children.

The inclination of nearly every child left to his own mode of development is to make, in some plastic material, what he has seen.

Trying to fas.h.i.+on the hills and valleys with which he is familiar excites his interest, and leads to closer observation. This may be followed by the reproduction in molder's sand, or in clay, of the forms seen in pictures or learned from description. Definitions of the various forms, hill, mountain, valley, island, etc., should be developed as they are molded. The memorizing of definitions should seldom be required, and should never be made a test of the pupil's knowledge.

Reproduction by the hand should be followed by drawing, whenever this can be done. Drawing teaches the child how to see well. It often enables him to reveal what could not well be expressed in words. He also becomes ready and rapid in the use of the pencil when he has ideas to put on paper. Only reasonable accuracy should be required. Practice in making fine pictures should not be the end sought, but the development of geographical ideas.

Finally, pupils should be led to give clear and connected statements of what has been learned. For a language lesson, a written description may be prepared, ill.u.s.trated by a drawing.

Home Geography.

LESSON I.

POSITION.

Lay your hands upon your desk, side by side.

Which side shall we call the right side? The left side?

Put your hands on the middle of your desk on the side farthest from you.

That part is the back of your desk.

Think which is the front of your desk. Put your hands on the front of your desk.

Who sits on your right hand? On your left? At the desk in front of you?

At the desk behind you?

Turn round. Who is on your right now? On your left? Before you? Behind you?

Turn again. Who is now on your right? On your left? Before you? Behind you?

NOTE.--Lead children to see that the terms _right, left, front_, and _back_ are of little use in telling the position of places, and that some fixed standard of direction is necessary.

LESSON II.

HOW THE SUN SHOWS DIRECTION.

If I should ask, "Which is the way to your home?" who could tell me what I mean?

You all know which way you must go to find your home, but if you should wish to go to a place where you have never been, you would ask, perhaps, "Which way is it?"

[Ill.u.s.tration: "THE WAY TO A PLACE IS CALLED DIRECTION."]

The way to a place is called _direction_. In order to find a place, we must know in what direction from us it lies, and we have names for directions, such as _north_, _south_, _east_, and _west_. We may know these directions by seeing where the sun is.

Did you ever see the sun rise? Point to the place where you saw the sun rise. The direction in which the sun seems to rise is called the _east_.

Did you ever see the sun set? Point to where you saw the sun set. The direction in which the sun seems to set is called the _west_. The west is just the opposite direction from east.

When do we see the sun rise? Where do we see the sun rise? What is the name of this direction? When do we see the sun set? Where do we see it set? What is the name of this direction? On which side of the schoolroom does the sun rise? On which side does it set? Which is the east side of your desk? Which the west side?

When coming to school this morning, in what direction did you see the sun? If we walk so that the morning sun s.h.i.+nes in our faces, in what direction are we going? What direction is behind us?

Now that you know the east, you will be able to find other directions in this way: Stretch out your arms so that your right hand points toward the east, and your left hand toward the west. You are now facing the _north_. The direction behind you is the _south_.

[Ill.u.s.tration: "YOU ARE NOW FACING THE NORTH."]

_Write the following on your slates:_

The sun seems to rise toward the east, and set toward the west. The west is just the opposite direction from the east.

When my right hand is pointing to the east, and my left hand to the west, my face is toward the north and my back is toward the south.

ORAL EXERCISES.

Which is the north side of the schoolroom? Which is the south side? Who sits to the north of you? To the south?